Disadvantaged

About: Disadvantaged is a research topic. Over the lifetime, 17050 publications have been published within this topic receiving 337157 citations. The topic is also known as: disadvantaged person.

What's the 'hood got to do with it? Parental perceptions about how neighborhood mechanisms affect their children

Abstract: :During the past decade, a rapidly expanding body of empirical research has emerged that statistically links disadvantaged neighborhood environments with social and economic outcomes of low-income, minority children. Nonetheless, the mechanisms by which neighborhoods putatively affect children remain poorly understood. This article examines the perceptions of low-income parents regarding how their neighborhood might affect their children. We examine quantitative and qualitative data gathered from phone interviews with 246 parents who live in subsidized housing scattered across a wide variety of neighborhoods in Denver, Colorado. We supplement this information with data obtained through a series of focus group interviews with a subset of these parents. Our findings indicate that low-income parents perceive the following primary neighborhood mechanisms: (1) the degree (or lack) of social norms and collective efficacy (24%); (2) influence of children’s peers (12%); (3) exposure to crime and violence ...

Corporate Social Responsibility in Latin America

Abstract: This paper presents an overview of two cases that illustrate a few lessons from creative solutions implemented by the private sector as part of its social responsibility to contribute to the improvement of living conditions of disadvantaged communities while expanding markets and increasing profitability. As shown in this paper, business initiatives are now using creative solutions to contribute successfully to alleviating social problems. These two examples provide inspiration for greater involvement of business in development, combining profits with a contribution to poverty alleviation. l Corporate social responsibility

Will Value-Based Purchasing Increase Disparities in Care?

Abstract: U.S. hospitals caring for more disadvantaged patients fared worse in the first year of Medicare's Hospital Value-Based Purchasing program. Over time, such resource reductions may cause the quality of care to deteriorate in hospitals serving more disadvantaged patients.

The Positive Effects of Mentoring Economically Disadvantaged Students.

Abstract: Asizable proportion of economically disadvantaged, but able, students might not be able to realize their potential during their school years and beyond due, in part, to the complexity of factors associated with their home environment (Clark, 1988; McLoyd, 1990). Volumes of case studies, biographies, and autobiographies of successful individuals from economically disadvantaged backgrounds reveal the often pivotal role supportive mentoring by adults played in their lives. For example, in interviews with 500 economically disadvantaged youth, Lefkowitz (1986) found that a majority of them credited their success to the support of a caring adult in their lives. Countless and moving success stories have been described in various media sources in which youths tell how their lives were turned around through a mentoring relationship with a caring adult (cf. Morgan, 1995; Smalley, 1993). Given mentoring's appeal, it is not surprising that: "the current mentoring movement has spawned not only a flurry of activity, but enormous expectations for its effectiveness in helping disadvantaged youth" (Freedman, 1991, p. 41). The importance of mentors in youths' lives could be explained from several different perspectives. According to social capital theory (Coleman, 1987,1991), a mentoring relationship constitutes a social capital that is critical to human development, because it enables students to develop the necessary attitudes, effort, and conception of self that they need to succeed in school and as adults. Social learning theory (Bandura, 1977) has postulated that humans tend to emulate the behavior they see in others they care for and admire. From this perspective, formal mentoring programs establish the critical oneon-one relationship with a caring adult, which supports the healthy development of youth. Egan (1994) has indicated a counseling perspective in which a mentor is considered to play similar roles to a counselor who helps clients have realistic beliefs, reduce fears and anxieties, and develop working knowledge, life skills, and resources so that they can succeed. Human performance is influenced by one's perceived competence, positive expectancies, perceived control, and will power (Bandura, 1977, 1986; Harter, 1983). Similarly, poor performance derives not only from deficits in skills and abilities, but also from doubts, anxieties, negative expectations, low perceived effectance, low perceived control, pessimism, low selfefficacy, and low self-esteem (Bandura, 1977, 1986; Harter, 1982; Scheier, Weintraub, & Carver, 1986). Accordingly, Bandura (1977, 1986) demonstrated the power of one's beliefs over one's current ability in explaining performance. For example, he explained that the stronger one's perceived self-efficacy, the more effort one will exert and the more one will persist on a given task. Other researchers have examined the role of future expectancies or aspirations on current performance. Singer (1974) and Torrance (1983) both noted that the way students see their future is directly related to their academic performance as well as their ability to live, cope, and grow in a high-change society. The theory of possible selves (Markus & Nurius, 1986) points out the importance of self-knowledge that pertains to how individuals think about their potential and about their future. Markus, Cross, and Wurf (1990) maintain that long-term possible selves give form and direction to self-regulation, planning, and strategy selection. Day, Borkowski, Dietmeyer, Howsepian, and Saenz (1992) note that: Positive visions of one's future (such as 'me as a physician ) give meaning to school subjects related to those visions ('I study science so that I can realize my goal to become a physician ). (p. 185) According to an earlier study of successful persons from seriously economically disadvantaged backgrounds (Glaser & Ross, 1970), one of the main characteristics that differentiates successful persons and unsuccessful persons with both Black and Mexican ethnicity is goal orientation: Successful persons have longrange goals toward which they have moved by planning, preparation, work, or some kind of consistent effort, whereas unsuccessful persons have preferred short-range goals with tangible pleasures or rewards that involve little planning or consistent effort, nor do they talk in terms of goals. …